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Skip to Search Results- 17Hartling, Lisa
- 9Campbell, Sandy
- 8Vandermeer, Ben
- 7Tjosvold, Lisa
- 5Klassen, Terry P.
- 4Oswald, Anna E.
- 22Medicine and Dentistry, Faculty of
- 12Medicine and Dentistry, Faculty of/Alberta Research Centre for Health Evidence (ARCHE)
- 9University of Alberta Library
- 9University of Alberta Library/Libraries Staff Publications
- 8Medicine and Dentistry, Faculty of/Medical Education
- 2Medicine and Dentistry, Faculty of/Indigenous Health
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2015/18/12
Introduction: Non-invasive ventilation (NIV) in children has become an increasingly common modality of breathing support where pressure support is delivered through a mask interface or less commonly through other non-invasive interfaces. At this time, NIV is considered a first-line option for...
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2013-02-15
Joffe, Ari, Vandermeer, Ben, Hartling, Lisa, Lequier, Laurance, Larsen, Bodil, Anton, Natalie, Tjosvold, Lisa
Background: Nutritional support in the critically ill child has not been well investigated and is a controversial topic within paediatric intensive care. There are no clear guidelines as to the best form or timing of nutrition in critically ill infants and children. Objectives: To assess the...
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2014-04-20
Hillier, T., Sundaram, Aishwarya, Dennett, Elizabeth, Campbell, Sandy
The objective of this study is to develop an evidence informed and expert assisted 4 year PS and QI curriculum for medical students at University of Alberta.
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Teaching Musculoskeletal Clinical Skills: A Best Evidence in Medical Education (BEME) Systematic Review of Techniques and Their Efficacy
Teaching Musculoskeletal Clinical Skills: A Best Evidence in Medical Education (BEME) Systematic Review of Techniques and Their Efficacy
Download2010-04-27
Campbell, Sandy, Hartling, Lisa, Oswald, Anna E., O’Dunn-Orto, Alexandra
This review provides supportive evidence for the use of several instructional methods to teach MSK skills with most studies supporting patient educator, interactive small group teaching and computer assisted learning. As class sizes grow, interest in the use of alternate instructional methods is...
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The contribution of databases to the results of systematic reviews: a cross-sectional study
Download2016
Featherstone, Robin, Dryden, Donna, Vandermeer, Ben, Nuspl, Megan, Hartling, Lisa, Shave, Kassi
Background: One of the best sources for high quality information about healthcare interventions is a systematic review. A well-conducted systematic review includes a comprehensive literature search. There is limited empiric evidence to guide the extent of searching, in particular the number of...
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The Effectiveness of Team Based Learning on Learning Outcomes in Health Professions Education: A Best Evidence for Medical Education (BEME) Systematic Review
Download2011-10-25
Hartling, Lisa, Oswald, Anna E., Hillier, Tracey, Campbell, Sandy, Fatmi, Mim S.
The aim of this systematic review was to asess the effectiveness of team based learning on improving learning outcomes in health professions education in order to provide curriculum planners with more direction in their decision-making with regard to TBL implementation.
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The Effects of Audience Response Systems on Learning Outcomes in Health Professions Education:
The Effects of Audience Response Systems on Learning Outcomes in Health Professions Education:
Download2011-03-05
Campbell, Sandy, Nelson, Cody, Hartling, Lisa, Oswald, Anna E.
This poster describes a systematic review of the literature related to the effects of audience response sytems on learning outcomes in health professions education.
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The Effects of Audience Response Systems on Learning Outcomes in Health Professions Education: a Best Evidence Medical Education (BEME) Systematic Review
The Effects of Audience Response Systems on Learning Outcomes in Health Professions Education: a Best Evidence Medical Education (BEME) Systematic Review
Download2010-10-12
Hartling, Lisa, Campbell, Sandy, Oswald, Anna E., Nelson, Cody
This review demonstrates that audience response systems have a positive impact on knowledge based learning outcomes with the most significant impact being observed when compared to non-interactive teaching methods. Learner reaction to the ARS was nearly all positive. A formal meta-analysis is...